Exploring Inclusive Pedagogical Practices in Hong Kong Primary EFL Classrooms

Autor/inn/en	Chan, Cheri; Lo, Margaret
Titel	Exploring Inclusive Pedagogical Practices in Hong Kong Primary EFL Classrooms
Quelle	In: International Journal of Inclusive Education, 21 (2017) 7, S.714-729 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1252798
Schlagwörter	Foreign Countries; Elementary Education; Teaching Methods; English (Second Language); Second Language Instruction; Language Teachers; Inclusion; Educational Policy; Faculty Development; Professional Identity; Teacher Role; Student Diversity; Interviews; Culturally Relevant Education; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Inklusion; Politics of education; Bildungspolitik; Lehrerrolle; Interviewing; Interviewtechnik; Hongkong
Abstract	Social diversity is now commonplace in many communities in today's globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child's opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers' identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01